Australian Speech-Language Pathologists' Perceptions and Experiences of Augmentative and Alternative Communication in Early Childhood Intervention

Abstract

Speech-language pathologists (SLPs) working in early childhood intervention are expected to have knowledge and skills across a number of areas and to engage in evidence-based practice. We explored the knowledge and perceptions of SLPs working with young children within Australian early childhood settings about augmentative and alternative communication (AAC), evidence-based practice, and barriers to such practice. Fourteen clinicians participated in group or individual interviews. Thematic analysis of the transcripts of these discussions revealed that they had a broad view of AAC and its benefits. Their reported assessment and intervention approaches reflected best practice as documented in the literature. The exception was in the implementation of family-centred practice. Although the participants involved families in their children's intervention, many appeared to use a directive approach. There was also evidence of struggling with families' negative attitudes about the use of AAC. A major barrier for these clinicians in implementing AAC and best practice was limited time in light of the many demands and expectations. Despite some frustration, these participants were passionate about their work and belief in the benefits of AAC for young children with varied communication difficulties. The results suggest that many expectations placed on clinicians within early childhood intervention settings may fail to take into account the everyday demands on their time, in a context of varied resources and support.

Barriers and facilitators to the use of high‐technology augmentative and alternative communication devices: a systematic review and qualitative synthesis

“…Iacono and Cameron (2009) found wide variation in speech and language therapists’ (SLTs) reported knowledge and skills in AAC. Wormnaes and Malek (2004) in Egypt reported that 14 of the 30 SLT respondents felt that they had no or some knowledge about AAC, while 13 described themselves as quite knowledgeable.…”

“…Parette et al (2000) found that family members appreciated professionals being honest about their level of knowledge, and wanted clear, accurate and trustworthy information including accurate timelines regarding the process of acquiring equipment. Iacono and Cameron (2009) found wide variation in speech and language therapists' (SLTs) reported knowledge and skills in AAC. Wormnaes and Malek (2004) in Egypt reported that 14 of the 30 SLT respondents felt that they had no or some knowledge about AAC, while 13 described themselves as quite knowledgeable.…”

Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

“…SLPs working with children who demonstrate a range of disabilities and communication diffi culties have reported a number of factors perceived to infl uence the quality of intervention delivery, such as introducing AAC systems and working collaboratively with all stakeholders to maximize outcomes for learners (Clarke et al, 2011;Hutchins, Howard, Prelock, & Belin, 2010;Iacono & Cameron, 2009;Siegel, Maddox, Ogletree, & Westling, 2010;Soto et al, 2001). These factors included (a) SLPs ' knowledge, skills and access to professional development; (b) attitudes, perceptions, and beliefs of other professionals; (c) features of the student ' s school setting or early childhood context; (d) extent of organizational support for implementation; and (e) parental attitudes and the home context.…”

“…Raghavendra et al (2012) emphasize the " need for further investigation of the complex interaction of factors that contributes over time to communicative participation " (p. 41). It is therefore timely to investigate the infl uence of different contextual factors at multiple levels, such as those listed in the ICF-CY, on the implementation of interventions used to support the communication participation of students with multiple and severe disabilities (Durlak & Du Pre, 2008;Iacono & Cameron, 2009). It is possible that SLPs experience barriers to implementing communication interventions and that this has an impact on the communication opportunities of students with multiple and severe disabilities; however, little is known about SLPs ' experiences of supports and obstacles to the implementation of communication intervention with these students.…”

Communication intervention in Rett syndrome: a survey of speech language pathologists in Swedish health services

“…Researchers have emphasised the importance of participation by the social network during the AAC assessment process and assessment in natural settings [26,27,46]. Two studies have shown that SLPs acknowledge the important role of everyday interaction partners in the AAC process [54,76]. However, few studies of SLPs' AAC practice provide information about the role of everyday interaction partners during the process.…”